Elementary
School Counseling Materials
I often use books, videos, & computer software in large group guidance, small group guidance, and individual counseling with my elementary school students. I am including a list of these by subject area.
With these software programs, you can create your own interactive programs or stories to meet your specific counseling needs. They are also great to use with small groups and individuals. I have students who have made programs on "How to Make Friends", "Using Good Manners", "Following School Rules", etc.
Assertive Communication
Grade Level: 5
Domain A: Learning to Live (personal - social).
Major Goals:
1. The student should develop an appreciation for others that will enrich
interpersonal relationships.
2. The student should gain knowledge and skills for developing and maintaining
emotional maturity, wholesome physical and mental health, and responsible
citizenship.
General Objectives:
1. Learning to establish positive peer relationships.
2. Learning to develop decision-making/problem-solving skills.
3. Establishing interpersonal relationships.
Student Outcome(s):
1. To learn the difference between King Kong (aggresive) communicators,
Doormat(passive) communicators, and Assertive communicators.
2. To learn how to communicate assertively.
Essential Skill(s):
Relating effectively to peers.
Materials Needed:
Project Self-Esteem by Sandy McDaniel & Peggy Bielen
Smart Choices Cards by Norman A. Davis, Trend enterprises.
Procedure:
1. Discuss and give examples of KING KONG, DOORMAT, & ASSERTIVE
communicators (Project Self-Esteem p. 194).
2. Let students take turns choosing and reading Smart Choice Cards.
3. Have students identify the response on the cards that is an assertive response, a
King Kong response, or a doormat response.
4. Have student identify which response would work better for each situation.
Respect\Harassment
GRADE: 4
ACTIVITY: Respect\Harassment
PROGRAM OBJECTIVE: To learn to treat others with respect instead of harassment.
MATERIALS NEEDED: "The Lion and the Mouse" fable, poster and cards.
Before class, make a poster with 17 numbered rectangles - 1-7 on the top row & 8-17 on the bottom row with the word "or" written between the two rows. Make 17 cards the size of the rectangles. Make a way to attach the cards to the board - hooks, magnets, velcro, whatever. On one side of the card, write the letters r,e,s,p,e,c,t, h,a,r,a,s,s,m,e,n,t. On the other side of the cards write the corresponding numbers, 1-17 ( 1 on the back of r, 2 on the back of e, 3 on the back of s, etc.) On the side with the numbers write the following statements: 1.I like the way you shoot a basketball. 2. Congratulations on winning the race. 3. I am glad you are on my baseball team. 4. Hi! Would you like to play with us? 5.I will be glad to help you pick up those papers. 6. Would you like to sit with us? 7. That looks like fun. May I play? 8. Boy germs! Yuk! 9. You run like a girl. 10.We don’t want to play with a sissy. 11. Boys can’t cook! 12. Get out of my way fatso! 13. Look at those skiiny legs. 14. I don’t want you to be my partner. Girls aren’t good at math. 15. Go away. You’re a tomboy. 16. Get lost! Girls can’t play this game. 17. Get out of my way shorty. Mix the cards up. At the end of the activity, the cards should be attached to the board, spelling respect or harassment.
PROCEDURES: 1. Discuss: a. Who do you think is stronger, a lion or a mouse? b. Which is better?
2. Choose students to read the narrator, mouse, and the lion in "The Lion and the Mouse".
3. Discuss: How did the mouse feel when he was caught by the Lion? How did Lion show that he did not respect Mouse? What caused Lion to change his feelings about mouse? In what ways was Mouse stronger than Lion? What makes someone strong? Is one animal better than the other?
4. Discuss the meaning of respect.
5. Discuss the meaning of harassment. - Harassment means not treating other people in a fair way. It means treating boys different just because they are boys or treating girls different just because they are girls.
6. Have students take turns - a. Choose a card. b. Read the card. c. Discuss whether the situation would be showing respect or harassment & explain. d. Place card on the board matching the number on the card with the number on the board.
7. Have students give examples of times when they have been harassed or have seen someone else beingharassed-without using names.
8. Discuss how it feels to be treated with respect.
Conflict Resolution
GRADE: 3
ACTIVITY: Conflict Resolution
PROGRAM OBJECTIVE: To learn to resolve conflicts peacefully by
A. using "I" statements B. thinking before acting C. relating possible consequences to actions.
MATERIALS NEEDED: Conflict Resolution CD ( PC or Mac) Boulden Publishing
PROCEDURES:
1. Discuss ways we resolve conflicts.
2. Discuss consequences of our actions.
3. Do the "Give and Take" program from the Conflict Resolution CD.
4. Be sure to do the CD activity on using I statements.
5. Let students give other examples of I statements.
Study Skills
GRADE: 2
ACTIVITY: Study Skills Review
PROGRAM OBJECTIVE: To review study skills.
MATERIALS NEEDED: Study Skills Bingo Game, tokens
Before class, make bingo cards with 9 squares each and a set of 15 calling cards. Use this list of study skills: listen, read carefully, check work, work quietly, concentrate, cooperate, ask questions, do your best, be responsible, follow directions, practice, organize time, organize material, pay attention, write homework assignments.
PROCEDURES: 1. Review study skills.
2. Pass out cards and tokens.
3. Tell students how you want them to bingo: horizontally, vertically, diagonally, four corners, square, T, X, or black out. Choose or let students choose a different way for each game.
4. Take up cards.
5. Have students name study skills.
School Adjustment
Grade Level: 1
Domain B: Learning to Learn.
Major Goal:
The student should have an opportunity to develop academic skills and
abilities to their maximum potential.
General Objective:
Adjusting to the school environment.
Student Outcome(s):
To learn ways to be successful in school.
Essential Skill(s):
Adjusting to the school environment.
Materials Needed:
The Berenstain Bears’ Trouble at School
2 bear puppets
Teacher made cards.
Procedure:
Before class write these questions on index cards:
1. Name two rules in your classroom.
2. Name two things you need to have at school to do your work.
3. What should you do when your teacher is telling the class what to do?
4. What should you do when you do not understand how to do your work?
5. What should you do when you come back to school after you have been absent?
6. When may you talk in school?
7. Why should you work quietly in class?
1. Read and discuss Trouble at School.
2. Let students take turns holding puppets while the story is read.
3. Let students take turns drawing a card from the stack. They may choose to
read the card or let the teacher read the card. That student then may
answer the question and /or call on other students to answer the question.
Ways We Are Alike and Different
Grade Level: K
Domain A: Learning to Live (personal - social).
Major Goals:
1. The student should develop an awareness of the uniqueness of self.
2. The student should develop an appreciation for others that will enrich interpersonal relationships.
General Objectives:
1. Learning to develop positive self-concept.
2. Learning to establish positive peer relationships.
Student Outcome(s):
To learn ways we are all alike and ways we are different.
Essential Skill(s):
1. Liking yourself.
2. Being part of a group.
Materials Needed:
We Are All Alike... We Are All Different by Cheltenham Elementary School Kindergartners (Scholastic)
Teacher made magnetic fishing pole and fish (Instructions for making following procedure).
Procedure:
1. Discuss ways we are alike and ways we are different.
2. Read and discuss We Are All Alike... We Are All Different.
3. Let students catch fish.
4. Ask student if their "fish" is a way they are like their classmates or if it is a way they are different.
Instructions for making fishing pole:
Glue yarn or thick string onto a 3 foot x 3/8 inch dowel to form fishing pole.
Tie a strong magnet onto the other end of the yarn.
Instructions for making fish:
Cut colored index cards in the shape of fish. On one side of the fish draw an eye and a mouth. On the other side put the following statements:
Following Rules
GRADE: K & 1
ACTIVITY: Following Rules
PROGRAM OBJECTIVE: To develop skills in getting along with others and working together.
MATERIALS NEEDED: "Why Do We Have To" software (Windows or Mac by Softkey available) Childswork/Childsplay
PROCEDURES:
1. Discuss what would happen if we did not have rules.
2. Do "Why Do We Have To" program on play mode.
3. Discuss rules that we need in a classroom.
4. Discuss advantages of following these rules.
5. Play "Click & Drag" on software.
